PUBLISHED QUARTERLY BY THE GUILD NOTES ISSUE 2, 2016

TOWARDS A MORE CONSCIOUS LEADER BY AMA CODJOE Today, successful leaders in arts education recognize their role amounts to more than the management of tasks. Increasingly, effective leaders are those who understand how power impacts organizations and take transparent steps to build a culture of equity. Ama Codjoe, former director of DreamYard Art Center and faculty member for the Guild’s Community Arts Education Leadership Institute (CAELI), argues that anti-oppression practices and IN THIS ISSUE compelling leadership are inextricably linked. As a facilitator of social justice trainings at arts organizations, universities, and public schools, Ama has 1 Towards a More Conscious Leader developed interactive workshops for educators, leaders, students, and parents. 2 Guild News In this article, Ama provides arts leaders with a framework for assessing their 4 Member News own privilege and adopting ways of “seeing, listening, and being that can 6 New Members deeply transform not only your leadership practice but your life.” 8 Building a Collaborative Teaching In order to examine how leadership looks when taking issues of power and Environment: Excerpt from The privilege into account, we must first define privilege. Practice of Partnership 10 Toolkit: Strategic Communications Privilege for Year-Round Donor Engagement Privilege is unearned (conscious or unconscious) access and power based on systemic bias. The following section will break down the definition’s 14 Forum: Integrating Youth Voice and components through the lens of race. Leadership in Your Organization Unearned Most of our social identity markers are not chosen. For example, each of us is born with a certain skin tone. In our society skin color has real-life implications. Skin color, along with other physical features, has been used to create specious categories of racial distinction. In other words, skin color has been made to mean something. (continued on page 7) Flint School of Performing Arts, Flint, MI (continued from front cover) Access and Power TOWARDS A MORE CONSCIOUS LEADER For our purposes, “access and power” means access to tools, resources, skills, and opportunities. The kind of power being Along with the pseudo-scientific categorization of people (race), described is not individual instances of power or empowerment, a system of advantage is at play in our society. Racism, as author but “institutionally backed power” or power supported by the Beverly Daniel Tatum notes, is a system of advantage based on institutions of our society (e.g., education, military, corporate race. When leading anti-racism workshops, I give this definition media, banks). then pause to ask the question: Who benefits from this system?

At every occasion the answer is unanimous: white people benefit Based on Systemic Bias from the system of racism to the disadvantage of people of color. The last part of the definition of privilege “based on systemic With these essential understandings as a backdrop, let’s return bias” pointedly focuses our attention to systems of bias as op- to the “unearned” part of the definition of privilege. Because we posed to individual instances of bias. Each of the checkboxes in don’t choose our skin color and for the most part can’t change it, the left column relates to a system of bias and oppression (bias + privilege based on race is unearned. power). Light skin correlates with racism, economic class with

classism, and so on. Despite the myth of meritocracy, systemic advantages are not given to white people because of merit, talent, or skill. In the Systemic oppression has historical underpinnings. It was here case of racism, advantages are given to white people because of before we got here, we did not create it, but if we hope to be their skin color, something that can’t be controlled or earned. relevant, engaged, and visionary leaders, we must acknowledge Therefore, the access to power that comes with having lighter its influence and try to chart a different course. As leaders we skin is unearned. Conversely, people of color exclusion from this have a responsibility to be aware of our privilege and to work system of advantage is not because of something they did or did towards dismantling systemic bias. If we choose not to, we are not do. complicit, consciously or unconsciously perpetuating inequity

and injustice. Needless to say, privilege also exists in relationship to other

social identities (e.g. gender identity and expression, sexuality, physical ability, mental wellness, class, age). We are not any one A More Conscious Leader thing, but everything simultaneously. The intersection of social As leaders we may be unaware of how our privilege impacts identities creates a complex web of power and privilege. our ability to lead, or as John McCann, President of Partners in

Performance and co-designer of the National Guild’s Community Each of our social identities grants us certain advantages or Arts Education Leadership Institute puts it, to “behave in ways disadvantages. Take a moment to think about what privilege that bring people together to move things forward.” An society affords you. Check or note all that apply. awareness of privilege, power, and bias is integral to our ability – Light skin (light brown, white skin) to bring people together. Whether or not you work for an – Economic class (middle class/upper class) organization with a commitment to social justice, effective – Education (completed college) leaders contend with questions of power and privilege because – Heterosexual they realize that with greater understanding, sensitivity, and – Cis-gendered (gender expression is same as born sex) skills they will be better equipped to lead others towards a – Male collective goal.

– Able-bodied (no physical disability) Privilege affords some people access to power and excludes – Raised Christian or secular others. We can’t reverse this tide without effort. Here are seven – English as first language action steps you can take to become a more effective leader in – Born in the USA regards to issues of bias and privilege. – Middle-aged – Other: ______1. Attend an anti-oppression training There are plenty of day long or weekend long experiences to Conscious or Unconscious participate in alone or with your entire staff. After the training Looking at your list you may notice you hadn’t thought much reflect on how your experience relates to your work. How do about how some of your social identities award privilege. Maybe issues of power and privilege impact interpersonal relationships you never considered the ways in which your fluency in English, with staff, organizational mission, grant language and and ability to read this article, is a privilege. Or how a band-aid applications, relationship to donors and board members, and does or does not match your skin tone. Or how pop songs your ability to communicate with participants, families, and profess a love that does or does not resemble yours. partner organizations? Attending a training will give you the

vocabulary to begin or deepen a leadership framework rooted in Whether you are conscious of it or not, privilege has impacted equity and social justice. and shaped your life. In fact, it is often when we have experienced the most privilege that we are most unaware of it. 2. Create space for authentic feedback and reflection Conversely, someone with less privilege (the non-native English Human beings generally prefer praise over blame and kudos speaker, for example) is well aware of how disadvantage shapes instead of critique; as arts leaders we are no different. But if we and impacts their daily lives and impedes access to institutions of are interested in being responsible, pro-active contributors to power (e.g., the education system). an environment of justice and equity we have to make room for

feedback and critique. The “blinders” that keep us unaware of how we benefit from privilege create a paradox: people with the most privilege are When looking for ways to receive input on your own leadership, the least likely to be aware of how they have benefited and collaborate with others in your organization to create a culture continue to benefit from unearned access and power. where direct feedback is welcomed and encouraged. In addition, develop anonymous evaluations or use large pieces of butcher paper with questions at the top where staff can add comments on post-it notes anonymously. Respect anonymity and confidentiality. (continued on page 13)

PAGE 7. ISSUE 2. 2016 (continued from page 7) Reading List Finally, take another look at your organization’s assessment Here’s a short reading list with a focus on race to get you started:

tools. Consider incorporating questions or prompts specific to 1. Why are All the Black Kids Sitting Together in the Cafeteria: social identity, power, and privilege. Make an effort to bring these And Other Conversations About Race by Beverly Daniel Tatum. A questions into your mid-year or year-end meetings with staff. terrific primer and discussion of racial identity development with 3. Walk the walk crystal clear definitions.

The leaders we admire most are able to line up rhetoric with 2. “Racial Microaggressions in Everyday Life: Implications for responsibility and intention with action. If you are on the journey Clinical Practice” by Derald Wing Sue. Written by a team of clini- of becoming a more conscious leader you don’t get a “day off.” cal psychologists and researchers, this article is also relevant to This doesn’t mean you have to be perfect, but it does mean what the field of education. It contains helpful examples and charts. you say, do, think, and believe should line up and be evidenced in your actions and legacy. 3. Citizen by Claudia Rankine. A lyric essay/collection of poetry,

this National Book Critics Circle Award winning book explores 4. Admit mistakes racial microaggressions grounded in real-life as well as connec- Part of walking the walk is acknowledging when you stumble or tions between race, art, sports, history, and popular culture. trip up, when you hurt someone’s feelings, slight someone, or make a mistake. Some elementary educators call this “Oops, 4. Other People’s Children by Lisa Delpit. A “classic” in pro- Ouch.” “Ouch” acknowledges that a harm was done and “Oops” gressive education circles, Delpit’s book explores the dynamic that the mistake or harm was likely unintentional (but that between educators and students who come from different racial, doesn’t mean it didn’t hurt). Admitting mistakes is a powerful ethnic, and cultural backgrounds.

leadership practice and paints a more refined portrait of a leader Every day we make decisions, develop and enforce policies, hire willing to take responsibility and corrective action. new educators, fundraise, coordinate programs, and communi- 5. Interrupt injustice cate with participants and staff. Every day we are in a position to As arts leaders, we have a heightened responsibility to interrupt create spaces of equity and justice or to reinforce the status quo. injustice whenever we hear, see, or perpetuate it. Being tongue- What kind of leader do you want to be? How does your awareness tied or caught off guard is not an excuse for inaction. Even if the affect others? An examination of unearned (conscious or uncon- moment of bias (a sexist insult, a racist policy, a homophobic scious) access and power based on systemic bias is a discipline, remark, or other harm) passes we still have a responsibility to act a way of seeing, listening, and being that can deeply transform by initiating a follow-up conversation, mediating a discussion, or not only your leadership practice, but your life. calling a facilitator to mitigate the issue.

About the Author If a co-worker or staff member brings concerns to you take them Ama Codjoe is the former director of the DreamYard Art Center seriously, ask the appropriate questions, and address them with and is a faculty member of the Community Arts Education due diligence and speed. Leadership Institute (CAELI). 6. Listen Oftentimes people in positions of social power talk first and most often. Leaders interested in interrupting injustice and distributing power more equitably listen first and make space for others to be heard. It is not enough to stop talking (though this is a great first step), we must also make space for others with less social power to be heard.

Listening is a way of casting the blinders aside and opening our eyes to the dynamics of power and privilege. Listening takes practice. Notice if you interrupt people when they speak (even out of excitement and agreement) or if you are usually the first person to give an opinion or suggestion. Beware of who is talking and who is not.

Invite a diverse range of constituents to the table—especially people who will be most impacted by organizational decisions or for whom your programs are designed. If programs are for a certain group and yet they have no decision-making power then we may be listening to the wrong people.

7. Read Sometimes we don’t know what we don’t know, but that’s what books—and I’d add people—are for. Go to your favorite indepen- dent bookstore or library and check out some books on subjects you know little about. Look at the checklist above and consider what identities, communities, social movements and histories you know least about. What do you need to learn? Who are the communities you serve? Ask colleagues and fellow staff mem- bers for recommendations. Create a reading list, book club, or study group. Incorporate new knowledge through conversation, journaling, and self-reflection.

Community School of Music and Arts, Mountain View, CA PAGE 13. ISSUE 2. 2016